幼児のリズム構造の理解の発達における行為化の役割 II : 認知的葛藤解決過程の分析

概要

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In the present study, we investigated the role of action in young children's understanding of rhythmic structures from the viewpoint of the resolution of socio-cognitive conflict. Fujita (2007) used a caning task to shed light on the effect of children's action to improve their rhythmic operations, and confirmed that training of two kinds of caning manipulation could bring out progress in operational comprehension in pre/post tests, especially in children five and six years of age. However, training sessions were equally effective regardless of training conditions (individual or cooperative). So in this investigation, we analyzed the effect of training sessions, especially on cooperative process and resolution of socio-cognitive conflict between partners. Thirty-fort children aged four to six were targeted for analysis in cooperative training. The main results were as follows : (1) based on the degree of children's completion (High and Low) in two kinds of training tasks, three levels of action based comprehension were identified: H-H, H-L, and L-L ; and (2) developmental relationships between children's comprehension level in cooperative training and pre/post test performance remained unclear. These results were discussed in terms of the structural characteristic of the caning task, the awareness of socio-cognitive conflict, and the mediating process for sharing understanding between participants.
熊本大学の論文
2008-02-29